Self- Assessment. Grantee. Self-Assessment Report. Year: Mid- America Head Start

Transcription

1 Mid- America Head Start Self- Assessment Grantee Self-Assessment Report Year: Self-Assessment occurs during the third quarter. This is a time to pause and take a look at the data that has been collected, as well as the ongoing monitoring that has occurred over the last year. The information is used to determine the effectiveness of the agency s systems and services towards meeting the Five Year Goals and Objectives and the Head Start Performance Standards. This data is then used to drive Program Improvement Planning for the next program year. Page 1 of 22

2 Foundation for School Readiness: Professional Development Outcome: Systematic, high-quality professional development opportunities provide enhanced professional knowledge and skills leading to a strong early learning workforce. Accomplishments/Progress: Environmental Health and Safety Staff Education, Training, Coursework, and Resources: o All programs provided training on the Missouri Department of Health and Senior Services approved training for safe sleep. Health- Staff Education, Training, Coursework, and Resources: o Per PY 02 Self-Assessment strategy, all delegate health coordinators received training on the utilization of Lewis and Clark Information Exchange (LACIE), Kansas Health Information Network (KHIN) DentaQuest and other data systems to view health data and assist with determining children s status in meeting the health requirements. Education Staff Education, Training, Coursework, and Resources: o Per PY02 strategy, teaching staff have been provided training on topics such as: Creative Curriculum; Project Construct; Desired Results Developmental Profile (DRDP); Classroom Assessment Scoring System (CLASS); Conscious Discipline; Family, Infant, and Preschool Program (FIPP); the domains of learning and development; and various book studies during PY03. o During PY03, education coordinators have been provided training on topics such as: Inspiring Great Teaching, CLASS Pre- K Observer, Creative Curriculum, Project Construct, and studies of books about coaching. Education System to Improve Teaching and Learning: (Goal 5) o Teacher orientation systems have been updated during PY03, or are in the process of being updated in time for PY04. o Delegates and partners have scheduled professional development days as well as classroom work time for teaching staff for PY04. Some programs are scheduling regular planning time for teachers. o Across MAHS delegates and partners, there is some system for intensive coaching and teacher communities of practice. Family and Community Engagement/ERSEA Professional Development Opportunities: (Goal 1) o Professional development opportunities have been made available for all staff. This includes communities of practice, reflective supervision, and ERSEA and Mental Health trainings. o All programs have designated professional development days for family service staff for both program year 3 and 4. Human Resources - Professional Development Opportunities: o Across all MAHS programs, a wide variety of quality professional development opportunities have been offered for staff. Mental Health and Disabilities-Staff Education, Training, Coursework and Resources: (Goal 4) o A variety of mental health and disability professional development opportunities were provided in all programs to support children, staff and families. These include Conscious Discipline, IDEA, Self-Care and Trauma Informed Care. Page 2 of 22

3 Areas of Risk: Family and Community Engagement/ERSEA Professional Development Opportunities: (Goal 1) o Professional development plans for family advocates do not always address the core competencies outlined by MARC as essential functions of this position. o FCE content area leads do not always provide direct supervision of family advocates. In some cases the family advocate s direct supervisor may have expectations that are inconsistent with the FCE content lead s expectations and supervisory support is sometimes limited by the direct supervisor s inexperience with FCE requirements. o FCE content leads need support in managing the multiple expectations of their roles which often include monitoring, technical assistance and coaching simultaneously. Areas of Noncompliance: o None Identified Strategies, Corrective Actions, and Timeframes: Health-Staff Education, Training, Coursework, and Resources: o MAHS Health Specialist and Quality Assurance Specialist will work with delegate health coordinators to develop strategies to support new staff orientation related to health requirements and data entry, as well as ongoing training or refresher training for current staff. The strategies will support staff members to ensure they have the skills and knowledge to provide education information to families and help them understand the connection between health and school readiness. Education Staff Education, Training, Coursework, and Resources: o A full day CLASS training for new teaching staff will be developed by MAHS staff and offered to delegates and partners three times each year. Education System to Improve Teaching and Learning: (Goal 5) o Education managers will investigate coaching models and identify a common model. o Educations support staff at all delegates will be providing intensive coaching on the Project Approach and CLASS Instructional Support to at least one teaching team during PY04. Coaching will begin during the first quarter. o Delegates and partners will strive to provide more consistent, systematic opportunities for teachers to come together in communities of practice. o The Early Childhood Collaboration will continue to serve as the community of practice for coaches. School district partner administrators will be encouraged to attend monthly meetings. Family and Community Engagement/ERSEA Professional Development Opportunities: (Goal 1) o Develop a system of professional development for all family service staff that includes short term and long term strategies for both family advocates and content leads which include; Communities of practice, enhanced skill development, professional development planning, motivational interviewing and strength based coaching. o Use data to develop ideas and plans to enhance program structure and support to staff; Report case load information to inform productivity, quality and outcomes. Page 3 of 22

4 Fiscal-Fiscal Related Trainings: o Grantee Staff will communicate to all partners and delegates any fiscal trainings that are pertinent to policies, procedures, updates and professional development so that all entities are hearing the information at the same time. Mental Health -Staff Education, Training, Coursework and Resources: (Goal 4) o To support better implementation and use of the DECA program, MAHS Mental Health and Disability Specialist will offer several specialized DECA trainings throughout PY 4. Page 4 of 22

5 Foundation for School Readiness: Program Environment Outcome: Environments enhance child development and learning and encourage family engagement. Accomplishments/Progress: Education Well Equipped and Arranged Classrooms: o Delegate and partner classrooms are arranged appropriately for the age of the children who occupy them. They are well equipped with toys and materials Environmental Health and Safety - Safe and Efficient Transportation: o Per PY02 Self-Assessment strategy, all outdated and inappropriate child safety restraints at MAHS partners have been replaced and training was provided on proper installation and adjustment of child safety restraints to those that monitor onsite at each program. Environmental Health and Safety - Safe Environments: o All programs have systems in place to ensure that they provide safe and healthy environments. This includes procedures for safe transportation, drop off and pick up of children. o Per PY02 Self-Assessment strategy, programs implemented the On the CASE initiative which has supported effective supervision of children at all times. Each agency has developed its own system for supervision designed to meet the programs specific needs and have developed systems of training for this purpose. Disabilities-Environments That Support Work and Collaboration: o There has been an increase of knowledge for program staff and families in their understanding and implementation of inclusion approaches. Areas of Risk: None Identified Areas of Noncompliance: None Identified Strategies, Corrective Actions, and Timeframes: None Identified Page 5 of 22

6 Foundation for School Readiness: Child Development and Learning Outcome: Children make progress toward school readiness goals from all domains of the Head Start Child Development and Early Learning Framework and are prepared for the transition to elementary school. Accomplishments/Progress: Education Curriculum and Learning Experiences: (Goal 5) o Across delegates and partners, there are positive social-emotional climates in classrooms. o Health, nutrition, and safety routines are part of the daily schedule. o Strategies such as frequent conversation, open-ended questions, and introduction of advanced vocabulary are used in most MAHS classrooms to support children s language development. Education Teacher-Child Interactions: (Goal 5) o Support staff from MAHS and each delegate have been certified and re-certified as CLASS Pre-K observers. Observers conducted CLASS observations in pairs at programs other than their own in order to strengthen observation skills as well as gather CLASS data. Education Assessment of Children s Progress: (Goal 5) o All MAHS delegates and partners transitioned to implementation of the DRDP (2015) early childhood assessment system during PY03. All delegates and partners formatted portfolios, and teaching teams worked to collect evidence of children s progress as they engaged in everyday learning experiences. Teaching teams have completed ratings of children s progress for the Fall 2015 and Winter periods. Education Required Screenings, Exams, and Treatments: o Overall, children s developmental screenings are completed and recorded in ChildPlus within 45 days of their enrollment. Nutrition-Nutritious and Culturally Appropriate Meals: o All program menus were reviewed by MAHS Nutrition Consultant and all met CACFP requirements. Health-Required Screenings, Exams and Treatments: (Goal 3) o Per ChildPlus data that was gathered from PY02 (8/12/15) and current data for PY03 (4/4/16): EHS There was a 26% increase in Well Child Checks The data was the same for Oral Health Assessments and were above 90% Head Start The data was the same for Well Child Checks and were above 90% There was a 20% increase in the treatment of chronic health conditions o Per ChildPlus data (3001), hearing and vision screenings for Head Start were above 90% Page 6 of 22

7 Mental Health-Required, Screenings, Exams and Treatments: o All programs have a system in place to ensure all social emotional screenings were completed within the required timeframe. Areas of Risk: Mental Health-Promote Children s Wellness: (Goal 4) o Grantee-wide, there needs to be a more consistent approach for implementation and utilization of the DECA program. There is difficulty with obtaining data needed to show overall improvement with challenging behaviors because programs use the DECA in different ways or not at all. Areas of Noncompliance: Health- Required Screenings, Exams, and Treatments: (Goal 3) o All programs have experienced challenges in meeting dental exam requirements for Head Start children. There was a 5% decrease from PY02 (8/12/15) and current data for PY03 (4/4/16) o Low completion rates for follow-up dental treatment. There was a 2% decrease from PY02 (8/12/15) and current data for PY03 (4/4/16) o Per PY02 Self-Assessment strategy, although programs have implemented new policies/procedures for documenting the communication of screening results with parents they have not been consistently followed. o Per ChildPlus data (3001), hearing and vision screenings for EHS were below 90% Strategies, Corrective Actions, and Timeframes: Health- Promote Children s Wellness: o Per PY02 Self-Assessment strategy, MAHS Health Specialist will engage staff and community partners in strategic planning to implement grantee-wide initiatives that focus on wellness activities. Health- Required Screenings, Exams, and Treatments: (Goal 3) o MAHS will develop a strategy for communicating with healthcare providers about the importance of lead and hemoglobin screenings. o Per PY02 Self-Assessment strategy, MAHS Health Specialist and Quality Assurance Specialist will continue to work with delegate health coordinators to develop additional strategies in order to improve access to dental resources for dental exams and treatment. Engage the Health Services Advisory Committee in strategic planning to identify innovative methods of support. This includes further development of a relationship with Stand-Up Blue Springs, Samuel Rodgers and Swope Health Services. Page 7 of 22

8 o MAHS Health Specialist will review the monitoring conducted by delegate agencies and the MAHS contracted Quality Assurance Monitor will conduct monitoring at MAHS school district partners within the first quarter of PY04 to ensure the policies/procedures for documenting the communication of screenings results with parents are consistently followed. Education Curriculum and Learning Experiences: (Goal 5) o Delegates and partners who implement Project Construct will come together to research the manual, particularly the learning experiences. o A plan for providing regular training on Creative Curriculum to those delegates and partners where it is implemented will be developed for PY04. o MAHS staff will develop a strategy for supporting administrators to become more familiar with appropriate early childhood curriculum. Education Assessment of Children s Progress: (Goal 5) o Teachers will be provided the opportunity for inter-rating other teachers portfolios at the program level during PY04. o MAHS staff will develop a follow-up training related to collection of meaningful evidence for DRDP measures and make it available to delegates and partners upon request. Mental Health-Promote Children s Wellness: (Goal 4) o MAHS Mental Health and Disability Specialist will meet with mental health content leads to discuss planning, training, technical assistance needs to have a more systematic approach with the DECA program. Page 8 of 22

9 Foundation for School Readiness: Family Engagement Outcome: Families are meaningfully engaged in all aspects of the program in order to support their children s progress toward school readiness goals and improve their learning experiences. Accomplishments/Progress: Family and Community Engagement- Family s Strengths, Needs and Goals: (Goal 1) o The 5 point scaled assessment tool provides opportunities for authentic assessment and realistic goal development. o The process identified to complete the tool aligns with best practice and engages both staff and families in honest, thorough conversations. o Family service staff understand the importance of goal setting and have increased accountability to documentation. o Family partnership data entry has been simplified and streamlined. o There is a consistent increase in case note documentation with the SOAP format. Family and Community Partnerships Family s Support of Children s Transitions: (Goal 1) o Family service staff have improved on initiating transition conversations with families. o Some program use innovative parent engagement strategies in support of transitions to school (KC Ready Schools). Family and Community Engagement - Encourage Family Participation: (Goal 1) o MAHS has developed programs to model methods of encouraging parent participation: Parent Leadership Team Parent Ambassadors Parent Café Community Health Worker course Education Partnerships Between Teachers and Families: o During the first quarter of PY03 (July 1-September 30, 2015), 616 home visits and 941 parent conference were completed with Head Start children and their families. o During the first quarter of PY03 (July 1-September 30, 2015), 62 home visits and 191 parent conferences were completed with Early Head Start children and their families. o During the second quarter of PY03 (October 1-December 31, 2015), 769 home visits and 1089 parent conferences were completed with Head Start children and their families. o During the second quarter of PY03 (October 1-December 31, 2015), 86 home visits and 167 parent conferences were completed with Early Head Start children and their families. Page 9 of 22

10 Health-Wellness of Family Members: o Per PY02 Self-Assessment strategy, delegates and partners used the Portrait of a Healthy Child to set health goals and to remind parents of the need for completion of physical and dental exams. Mental Health and Disabilities-Family Education, Training, Resources and Experiences: (Goal 4) o Parent engagement practices are improving for Mental Health and Disabilities. Families are offered newsletters, parent board information and trainings on positive behavior guidance, developmental milestones, and parental rights according to IDEA. Mental Health and Disabilities-Family Support for Children s Transitions: o There is improved coordination of children transitioning to kindergarten with mental health and disabilities support. Children with behavior support plans through Spofford have an additional level of support when they transition to kindergarten that can include consultations with identified elementary school staff. Areas of Risk: Family and Community Engagement- Family s Strengths, Needs and Goals: (Goal 1) o Lack of fatherhood engagement in assessing needs, goal setting and services available through all content areas o Family needs are not always connected to goal setting and community referrals. On-going follow up isn t consistently documented. o Data entry is not consistent, and does not capture on-going supports to families. o Family advocates provided feedback during communities of practice on some issues that may be affecting inconsistent documentation and use of S.O.A.P. notes (Subjective, Objective, Assessment, Plans). These included: High case-loads in some programs Concern about how and when to use the S.O.A.P. note process Lack of confidence in their ability to have conversations that may be perceived as too personal or culturally insensitive. Uncertainty about the purpose and use of required documentation Family and Community Partnerships Family s Support of Children s Transitions: (Goal 1) o Although there has been progress in transition planning there are areas that need improvement including: Lack of comprehensive planning across content areas Documentation of transition within in ChildPlus or other centralized system Areas of Noncompliance: None Identified Page 10 of 22

11 Strategies, Corrective Actions, and Timeframes: Family and Community Engagement- Family s Strengths, Needs and Goals: (Goal 1) o Intentionally build relationships with fathers through parent/teacher conferences, application, and family engagement. o Develop a checklist that educates staff and families on the importance of father/male involvement. o Schedule collaborative training sessions for staff where they can share methods for handling challenging conversation and cultural humility o Pilot data entry and SOAP case noting with a smaller data group for each advocate so they can master skills Triage case load to identify data group and how to support professional development o Design a training for new-hires Family and Community Partnerships Family s Support of Children s Transitions: (Goal 1) o Expand the use of KC Ready School to other programs o Clearly define documentation requirements o Engage management and director staff to facilitate multi-disciplinary transition planning. The following are possible considerations to model or expand: KCPS staffing process ISD PST (problem solving teams) process Health-Wellness of Family Members: o MAHS Health Specialist and Quality Assurance Specialist will work with delegate health coordinators to develop additional strategies to provide hands-on parent education to support health literacy, understanding health requirements and how to access healthcare resources ongoing throughout the program year with a particular emphasis on well-baby checks and dental exams and treatment. Mental Health and Disabilities-Family education, Training, Resources and Experiences: o Explore the possibility of creating a MAHS Facebook page to include training announcements, social/emotional and developmental information, health and wellness information, to engage families. Disabilities-Supporting Families of Children with Disabilities: o MAHS Mental Health and Disability Specialist will plan with disability content leads on identifying more inclusion training for staff and parents. Page 11 of 22

12 Foundation for School Readiness: Community Engagement Outcome: Public and private entities are actively engaged and are committed to providing resources and services that support high quality child health and development and program management services. Accomplishments/Progress: Health- Partnerships with Health and Mental Health Agencies: o MAHS has developed a wide variety of partnerships with healthcare providers to support access to health services. o The Health Services Advisory Committee has been active in helping staff make connections with community resources. o The agreements with LACIE and other shared data resources have provided access to relevant health data for staff. Education Partnerships with Community Programs and Organizations: o In order to support children s progress toward school readiness goals, MAHS partners and delegates collaborate with a wide variety of community organizations such as libraries, fire departments, police departments, gardens, nature centers, zoos, businesses, stores, literacy programs, churches, and museums. Family and community Engagement/ERSEA Partnership with Community Programs and Organizations: (Goal 1) o MAHS has established relationships with a diverse group of community partners: National Parents as Teachers KCPD Children s Mercy Hospital Injury Prevention Jewish Vocational Services National Center for Parent, Family and Community Engagement Homeless Coalition Department of Social Services Mental Health-Partnerships with Health and Mental Health Agencies: o A strong community collaboration is in place with Spofford, Rejuvenate and Truman Behavioral Health to provide trainings and support to children and families with identified behavioral health needs. Areas of Risk: Disabilities-Partnerships with Health and Mental Health Agencies: o There is a lack of resources for private services for children with developmental concerns and delays. Page 12 of 22

13 Disabilities-Partnerships with Local Education Agencies: o For delegates that are community-based, delays in the evaluation process by the local school district creates challenges in identifying and providing services for children with developmental concerns. There have also been delays with obtaining the final copy of an IEP. Areas of Noncompliance: None Identified Strategies, Corrective Actions, and Timeframes: Mental Health and Disabilities-Partnerships with Health and Mental Health Agencies: (Goal 4) o MAHS Mental Health and Disability Specialist will work with mental health and disability content leads to develop more partnerships with agencies that provide the following: Mental health services for children ages two to six. Mental health services for children and families in rural areas. Agencies that provide services to children with developmental delays. Disabilities-Partnerships with Local Education Agencies: o MAHS Mental Health and Disability Specialist will work to strengthen MOU conversations with LEAs and include delegate staff when appropriate. There will also be individual conversations with school district partners that are more knowledgeable on the approach to take with specific LEAs where collaborations have been difficult. Page 13 of 22

14 Foundation for School Readiness: Program Leadership Outcome: Leadership sets a clear vision, ambitious goals and high expectations. Accomplishments/Progress: Education Plans Informed by Community and Program Data: o Child outcomes data from DRDPtech group reports has been analyzed for the Fall and Winter Rating Periods by the MAHS grantee and delegates and partners. Based on the data, plans for continuous program improvement have been developed. Health-Written Plans, Policies and Procedures: o All programs have effective systems in place to ensure in house processes for health such as 45-day screening requirements and health / nutrition assessments are completed within required timelines. ERSEA-Written Plans, Policies and Procedures: o Policies and procedures were updated early in the program year to support program planning and service delivery. This has been evidenced by fewer eligibility errors. o All programs have implemented systems to accomplish required annual ERSEA training. o Materials developed by the grantee have been used to support staff training across all programs. ERSEA-Identify and Serve Those Most in Need: (Goal 1) o Increased enrollment referrals and development of Memorandum of Understandings with area service delivery agencies reflect the community s vulnerable populations. Program Governance Well-Established Governing Structures: (Goal 6) o The Policy Council is provided with clear and concise training that allows for enough time to understand the material while quickly answering questions that may arise. o The Policy Council embodies a safe and supportive environment that provides sufficient information and allows for questions to be answered. o Quorum and attendance were met for the majority of the year (11 of 12 months). o Past parents and community representatives provide perspectives that support the big picture. o There is regular participation of community representatives on the Policy Council. o Past parents that participate as community representatives are helpful in providing support and coaching for new parents. Fiscal-Well Established Governing Structure: (Goal 6) o As of January 2016 Kansas City Councilman joined the Head Start Advisory Committee fulfilling the requirement of the MARC Board representation. Page 14 of 22

15 Program Design and Management- Written Plans, Policies and Procedures: o Per Self-Assessment PY02, School district partners have completed written policies and procedures to align with MAHS policies and procedures. Human Resources - Written Plans Policies and Procedures: o All programs have identified training funds in their budgets that have supported opportunities for professional development. o All programs have written training plans that help guide planning for professional development. Areas of Risk: Health- Recruit, Hire and Retain Qualified Staff: o All delegate agencies have experienced turnover of individuals responsible for health services and in some cases these positions have not yet been filled. ERSEA-Written Plans, Policies and Procedures: (Goal 1) o Partnerships do not have individualized procedures developed that identify how they will carry out our ERSEA policies o Ongoing concern exists among delegate and partnership programs that administrative staff lack an understanding of the required documentation and verification process to determine eligibility. ERSEA-Identify and Serve Those Most in Need: (Goal 1) o Lack of analysis by programs of under enrollment factors created gaps in programs enrollment planning processes. These include: attrition percentages recruitment and outreach practices under developing or use of waitlists Program Governance Well-Established Governing Structures: (Goal 6) o Policy Council members do not always understand what constitutes training or connect training received to their specific responsibilities as members of Policy Council. o It has been challenging to find consistent parent representatives who are able to participate in Missouri Head Start Association meetings. o There have been consistent challenges with quorum/attendance: The current bi-laws allocate the same number of representatives to each HS/EHS delegate and partner. This does not take into consideration the number of children enrolled in each program and therefore does not give all parents equal opportunity to participate. Open Policy Council positions during the year were not consistently filled, and some continue to remain vacant. The timing of the Policy Council meeting causes some challenges to timely arrival. o Community Representatives are not used to their fullest advantage such as addressing challenges with enrollment and outreach to vulnerable populations. Page 15 of 22

16 Human Resources - Written Plans Policies and Procedures: o Although all programs have written training plans, they have struggled with timelines for training, particularly for newly hired staff that need to complete required training. o Professional Development Plans are not always connected to training plans. Human Resources - Organizational Structure: o Not all programs have sufficient staff support for individuals in the process of completing coursework or credential requirements. Human Resources - Recruit Hire and Retain Qualified Staff: (Goal 5) o All programs are challenged to find qualified staff to fill teaching positions. Areas of Noncompliance: MAHS did not reach 100% funded enrollment from August 2015 through March Strategies, Corrective Actions, and Timeframes: Health- Recruit, Hire and Retain Qualified Staff: o MAHS Health Specialist and Quality Assurance Specialist will meet with delegate health coordinators on a monthly basis to provide training, technical assistance and support to ensure they understand the Head Start Performance Standards and how to implement systems in an effective and efficient manner so that they can be successful in their role. ERSEA-Written Plans, Policies and Procedures: (Goal 1) o MAHS ERSEA Specialist and Partnership Quality Assurance Specialist will meet with partnership program coordinators to develop written procedures that reflect their individual internal processes and systems. o MAHS ERSEA Specialist will meet with delegate ERSEA content leads and partnership coordinators to provide coaching, training and technical assistance support regarding the Head Start Performance Standards and determining eligibility. ERSEA-Identify and Serve Those Most in Need: (Goal 1) o Development of tools and systems to track recruitment and attrition rates. o Investigate use of innovative practices for implementation of ERSEA systems such as on-line applications. o Investigate barriers to enrollment of vulnerable children referred through community partners such as the Department of Social Services. Program Governance Well-Established Governing Structures: (Goal 6) o The Head Start Director and Quality Assurance Specialist will implement a training team consisting of Policy Council members to assist in developing a process/packet for members that would include expectations, a list of topics and terms that would benefit new members and a centralized explanation for trainings received and how the training impacts the role of the Policy Council member. o Strategies to support improved communication: Program information summaries that include more data. Delegate information reported during Policy Council meetings quarterly. Page 16 of 22

17 Regular updates on progress toward objectives. (quarterly) Provide parents talking points to share with Policy Committee. Add this to the PC agenda to allow members to create talking points. Policy Committees will be encouraged to add an item to their agendas to allow Policy Council Reps time to provide updates on what occurred during the Policy Council meeting. In order to allow for more dialogue on other issues, the amount of time spent on attendance/budget during Policy Council meetings will be reduced unless there are specific concerns that need to be addresses. o Strategies to address attendance and composition concerns: Propose a revision of the Policy Council by-laws in order to correlate the composition and number of parent representatives for each program to the number of children they have enrolled. Survey members to determine if moving the meeting time later by minutes would be supportive. Announce open Policy Council representative spots at each meeting and encourage current members to recruit others. Create Policy Council marketing information and materials for use by delegates and partnerships. o Community Representatives of the Policy Council will establish strategies designed to better utilize the resources and expertise they bring to this group. This will be done during a sub-committee meeting scheduled prior to the start of the new program year. Fiscal-Fiscal Related Documents o Head Start Director will be copied on quarterly budget analysis and monthly invoices and will complete a detail review analysis to increase discussion and planning for unspent funds. o Grantee will complete and disseminate annual partner and delegate contracts upon receipt of the Notice of Award from The Administration for Children & Families. Program Design and Management- Written Plans, Policies and Procedures: o MAHS content area staff will review each school district partners policies and procedures and provide feedback by May, Once feedback has been provided, the MAHS Partnership Quality Assurance Specialist and School District Partnership Director will work together make revisions as needed by fall, Human Resources - Written Plans Policies and Procedures: o Develop strategies to support programs in comprehensive planning and communication in the development and implementation of training plans and ongoing professional development. Human Resources - Organizational Structure: o Investigate opportunities for CDA cohort groups organized by MAHS. Human Resources - Recruit Hire and Retain Qualified Staff: (Goal 5) o MAHS is in the process of completing a wage comparability study to support programs in advocating for competitive wages for staff and in developing budgets to support them. To be completed and provided to programs by July 1, Page 17 of 22

18 o MAHS will work in collaboration with TFC and MCEL to build upon the work already done by TFC for recruitment of staff and investigate opportunities to expand this to include all MAHS programs and possibly the larger early learning community. Mental Health-Recruit, Hire, and Retain Qualified Staff: o Develop strategies and processes to support staff with self-care and avoid burnout, but also meet the classroom related training requirement and reduce turnover of staff. Possibly make a part of the PDP process. Mental Health and Disabilities-Encourage Communication: o Mental health and disability content leads will review questions on the staff and family surveys to determine if they should be revised at the June 2016 content area meeting or PY4. o Strengthen the system of communication when families identify a goal related to mental health so that support staff can provide technical assistance (i.e. increase staffings for children). Page 18 of 22

19 Foundation for School Readiness: Continuous Program Improvement Outcome: The decision making process for continuous program improvement is informed by program, monitoring, and community data. Accomplishments/Progress: Health System of Monitoring: o The addition of specific ChildPlus reports have assisted programs in monitoring health requirements. MAHS has also provided technical assistance to programs through the use of a contracted consultant. Environmental Health and Safety - System of monitoring: o All programs have developed and implemented systems of monitoring for safe environments and transportation. Education System of Monitoring: o Per PY02 self-assessment strategy, monitoring tools were updated to include more indicators of curriculum fidelity. Training on classroom observations was offered to education support staff. o Annual observations and review of education documents have been completed in all MAHS delegate and partner classrooms. Program Design & Management-Planning for Professional Development and Program Improvement: o The training and technical assistance provided by MAHS staff has provided beneficial information to those that enter and monitor the data in ChildPlus. Program Design & Management-System of Recordkeeping and Reporting: o The ChildPlus data entry manual has provided effective procedures for data entry that supports consistent recording of data. o The ability to enter data directly in to ChildPlus has provided more effective and efficient processes. o The development of customized reports by MAHS Quality Assurance Specialists has provided the ability to review data in an effective way to ensure that it is accurate. Program Design & Management-System of Monitoring: o The utilization of data to look for gaps in services within the community and find solutions. ERSEA System of Recordkeeping and Reporting: (Goal 1) o Increase in accuracy and timeliness of data entry. Fiscal-Management and Control System of Recordkeeping and Reporting: o As of November 2015 partners are providing monthly credit card reports and are being shared with Policy Council and Advisory Committee. o Finance Training provided in June 2015 to partners. Page 19 of 22

20 o Due to increased planning and more detailed budget analysis from partners and delegates, the grant year-end unspent funds were lowest since the inception of the grant (less than 1%. Human Resources - System of Record Keeping and Reporting: o All programs have a system of recordkeeping and reporting to track training. o MAHS has provided technical assistance and support in monitoring staff credentials and progress toward credentials as well as monitoring criminal background screenings and health requirements for staff. Human Resources - System of Monitoring: o All programs have effective systems in place for monitoring prior to hire requirements. Areas of Risk: Health- System of Recordkeeping and Reporting: o Although the date entry procedures are clearly outlined, additional support and follow up is needed including training for data entry and for those who support them. This is a particular concern for documentation of completed follow up for chronic health conditions. Health System of Monitoring: o Although systems of monitoring are in place, the timing of monitoring was not as effective as it might have been in some cases. This was due in part to challenges with turnover of health staff in all programs. ERSEA System of Recordkeeping and Reporting: (Goal 1) o A clear process for documenting attendance and full day requirements need to be established across all programs Human Resources - System of Monitoring: o Programs have struggled to implement a system to monitor completion of required training, particularly for newly hired staff. Human Resources - System of Record Keeping and Reporting: o Documentation of progress toward completion of coursework or certification for teaching staff is not always accurate or timely. Areas of Noncompliance: Fiscal-Management of Controls-Systems of Recordkeeping and Reporting: o Davis Bacon requirements were not met for the installation of playground at Grandview in October Vendor forwarded documentation in May 2015 however time sheets were not dated at the time work was completed. o Monthly invoices and USDA/CACFP reports from some delegates and partners has not been timely. o USDA/CACFP monthly reporting included inaccurate data. Page 20 of 22

21 Strategies, Corrective Actions, and Timeframes: Health- System of Recordkeeping and Reporting: o MAHS Health Specialist and Quality Assurance Specialist will meet with delegate health coordinators on a monthly basis to provide training, technical assistance and support to ensure they understand the Head Start Performance Standards and how to implement systems in an effective and efficient manner so that they can be successful in their role. Health System of Monitoring: o MAHS Health Specialist and Quality Assurance Specialist will request and review the delegate health coordinators monitoring schedule for PY04 and provide feedback regarding the timeframe of scheduled monitoring. The delegate s monitoring results will be reviewed by the MAHS and Quality Assurance Specialist and discussed with the delegate health coordinator to determine the effectiveness of systems and any necessary adjustments to processes. o Per PY 02 Self-Assessment strategy, MAHS Health Specialist will develop a system for monitoring CACFP and USDA audit reports and follow up to assure all corrective actions are deemed appropriate by the state and they are able to continue claiming meals through these programs. This system will be implemented at the start of the new program year. Environmental Health and Safety-System of Monitoring: o MAHS Quality Assurance Specialist will work with all MAHS programs to develop a plan to ensure On the CASE monitoring occurs within the first 30 days of the program year and is ongoing throughout the program year. Education System of Monitoring: o CLASS observations of a sampling of Head Start classrooms were begun during the second and third quarters and will continue during the fourth quarter of PY03. Average CLASS ratings will be reported on fourth quarter delegate and partner reports as well as the grantee s end-of year report to Administration of Children and Families. Program Design & Management-System of Recordkeeping and Reporting: o MAHS Quality Assurance Specialists will work with MAHS Content Specialists to review data entry processes to streamline and ensure duplicate data entry is decreased and is communicated in a clear and consistent manner. o MAHS Quality Assurance Specialists will develop a plan to provide training and technical assistance so that the purpose and understanding of data that is entered is provided. ERSEA System of Recordkeeping and Reporting: (Goal 1) o Development of policy and procedures that clearly define where attendance data and follow-up on consecutive absences are entered. Fiscal-Management of Controls-System of Recordkeeping and Reporting o Any partners and delegates requiring work involving Davis Bacon Compliance must request prior approval from grantee. As part of granting approval we will request that a contractual form be submitted with bid/procurement process. o If requested, grantee will provide one on one meetings with Head Start Director and Nutrition Services representative to ensure accurate data is provided on monthly CACFP/USDA reporting. o Grantee is assessing individual needs of partners and delegates to revise monthly report due dates. Page 21 of 22

22 o Grantee is requiring 2 nd quarter training analysis and 3 rd quarter program analysis to include detailed line item descriptions on how any remaining funds will be spent. o Fiscal monitoring will now take place quarterly instead of annually. General ledgers will be submitted quarterly to coincide with the submission of the budget analysis. Human Resources - Staff Education and Coursework: o MAHS will work in collaboration with delegate and partner staff to develop an updated written guidance around required training that is comprehensive. Human Resources - System of Record Keeping and Reporting: o MAHS will involve delegates and partners in discussion and planning related to need for sufficient staff to support individuals in the completion of coursework and credentials. o Training and support for individuals completing data entry of prior to hire requirements will be provided. Disabilities-System of Monitoring: o Develop an improved system of monitoring for expiring/expired Individualized Education Plans that are delegate and site specific. Page 22 of 22